Attending to Process in Teacher Education: Small but Impactful Changes to the Teacher Supervision System

This narrative case study describes the use of improvement science methods to strengthen the effectiveness of field experiences for teacher candidates. As part of a networked improvement community, we sought to reduce variation in the quality of field experience by providing a cohesive network of hi...

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Bibliographic Details
Published inAction in teacher education Vol. 45; no. 3; pp. 242 - 259
Main Authors Wilhelm, Anne Garrison, Wernick, Ann Marie, Young, Murphy K.
Format Journal Article
LanguageEnglish
Published Routledge 03.07.2023
Subjects
Educational Change
Field Experience Programs
improvement science
Observation
POP cycle
Preservice Teachers
Student Teacher Supervisors
Student Teachers
Student Teaching
Teacher education
Teacher Education Programs
teacher preparation
Teacher Supervision
teacher supervisor protocol
Texas
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Summary:This narrative case study describes the use of improvement science methods to strengthen the effectiveness of field experiences for teacher candidates. As part of a networked improvement community, we sought to reduce variation in the quality of field experience by providing a cohesive network of high-quality coaching supports. Using design-based methods grounded in the principles of improvement, we analyzed seven learning, design, and testing rounds to reduce variation in teacher candidates' experiences as student teachers or interns. Results from early learning rounds suggested considerable structural variability in how supervisors conducted their POP cycles. The structural variability from these rounds led to two key change ideas to address variation in teacher candidates field experiences: a common POP cycle protocol and the use of a POP-cycle-aligned reflection form. The principles and tools of improvement highlighted small but significant changes to how supervisors support teachers within their field experiences.
ISSN:0162-6620
2158-6098
DOI:10.1080/01626620.2023.2225161